Self Efficacy Paper
It is generally accepted that overt teacher behavior in the classroom has an invisible complement-teacher beliefs. The latter constitute a very important determinant of the former, i.e., teachers’ actions are influenced by their beliefs and assumptions about the school, teaching and pupils. A significant teacher characteristic within the area of beliefs and assumptions is self-efficacy”. (Gavora, 2011, p. 80). The concept of self-efficacy is developed by Albert Bandura. Bandura defines self-efficacy as a belief in own’s ability to organize and perform a certain task (Bandura, 1997). “Teacher’s self-efficacy is the belief that teachers have in their own abilities and skills as educators” (Gavora, 2011, p. 81). Gavora (2011) believes, that a strong sense of teachers’ self-efficacy is crucial factor in instruction. A teachers’ personal beliefs and attitude relate to teacher success and use of effective teaching strategies, and they affect student performance. A highly effective teacher does not only believe that he/she can influence actions but also actually demonstrates this belief through his/her behavior. …show more content…
738). Dembo and Gibson (1985) points out, the high-efficacy teachers spent more time monitoring students, checking seatwork, and providing whole-group instruction. Teacher efficacy is also related to teachers’ racial attitudes and perceived abilities to work with diverse students (American Psychological Association, 2012; Soodak & Podell, 1994; Tucker, Porter, Reinke, Herman, Ivery, Mack, & Jackson, 2005). Tucker et al. (2005) assert that many teachers feel unprepared to teach students from different cultural backgrounds. Therefore, efforts to increase teacher efficacy are vital in increasing the low academic achievement among culturally diverse students (Tucker et al.,
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